‘I’m aware of that, but … ’: breaking the silence on moral distress among language teachers

IF 2.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language, Culture and Curriculum Pub Date : 2023-03-16 DOI:10.1080/07908318.2023.2189268

Athip Thumvichit

引用次数: 2

Abstract

ABSTRACT Moral distress (MD) is defined as knowing what to do in an ethical situation but being unable to do it. Although this definition was originally meant for healthcare practitioners, it is instantly recognised by those in the teaching profession. This study adopted Q methodology to identify and characterise foreign language teachers’ viewpoints regarding morally distressing situations. Thirty-three teachers of English as a foreign language (EFL) performed a card-sorting task. The sources of MD were characterised into three categories: limited control, violation of personal values and lack of voice. Teachers may be reluctant to pathologise MD because it can arise within everyday scenarios. The findings contribute to the development of supportive strategies for EFL teachers in response to various sources of MD.

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我知道，但是 … ’: 打破语文教师道德困境的沉默

摘要道德困境（MD）的定义是知道在道德环境中该做什么，但却无能为力。尽管这个定义最初是针对医疗从业者的，但它立即得到了教师行业的认可。本研究采用Q方法来识别和表征外语教师对道德困境的看法。33名英语教师进行了卡片分类任务。MD的来源分为三类：控制有限、违反个人价值观和缺乏发言权。教师可能不愿意将MD病理化，因为它可能出现在日常场景中。研究结果有助于制定针对各种MD来源的EFL教师支持策略。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language, Culture and Curriculum Multiple-

CiteScore

7.00

自引率

5.70%

发文量

期刊介绍： Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.